游泳教學活動對自閉症學生學校適應個案研究

Abstract

本研究主要在探討經過「游泳教學活動」後自閉症學生的學校適應及感覺動作能力的改善情形。對象為以領有殘障手冊，且是92學年入學普通班一年級新生的自閉症學生。 研究工具為自編「自閉症學生學校適應檢核表」（分為級任教師與家長）、自編「自閉症學生訪談問卷」（分為研究前與研究後）及兒童感覺發展檢核表(李月卿、鄭信雄編製，民國87年)。對個案施予游泳教學活動的前後，分別針對級任教師與家長做問卷調查與訪談，所獲得的資料以描述性統計、進步率（％）、以及兒童感覺發展檢核表原始分數，對照各種常模進行分析。

研究結果發現： 一、自閉症學生經「游泳教學活動」後，學習行為分析結果，在學校適應方面整體而言是有顯著的改善。學習行為分析中發現，在學校適應中的語言溝通、人際互動、特殊行為與常規適應方面，有顯著的改善；在課業學習方面，無法觀察及推論。 二、級任教師對自閉症學生經「游泳教學活動」後，學校適應狀況整體而言認為有顯著的改善。級任教師在學校適應中的語言溝通、人際互動與特殊行為表現方面，認為有顯著的改善，其進步幅度為50％、52％與35％；在常規適應與課業學習方面，認為是沒有顯著的改善，其進步幅度只有14％與6％。 三、家長對自閉症學生經「游泳教學活動」後，學校適應狀況，整體而言認為有顯著的改善。家長在學校適應中的語言溝通、人際互動、特殊行為表現與常規適應方面，認為有顯著的改善，其進步幅度為31％、32％、65％與25％；在課業學習方面，認為是沒有顯著的改善，其進步幅度只有11％。 四、家長對自閉症學生經「游泳教學活動」後，感覺動作能力狀況，整體而言認為有顯著的改善。家長在感覺動作能力中「前庭和雙側分化失常」、「發育期運用障礙」、「觸覺防禦」、「重力不安全症」與「感覺統合失常總分」部分的表現認為有顯著的改善；在「視覺學習困難」部分的表現並沒有顯著的改善。The major purpose of this study is to use “Swimming Instructional Activities” to investigate whether autistic pupils have improved in their school adjustment and sensor motor skills. This study used first-grade autistic pupils that had been diagnosed by physicians as autistic and had a certificate for the disabled and were newly enrolled in the mainstream class in 2003 as the subjects of research. The researcher used self-written Check Inventory of School Adjustment of Autistic Students (separately for homeroom teachers and parents), self-written Interview Questionnaire for Autistic Students (separately for pre-study and post-study), and Check Inventory of Child Sensory Development (written by Lee Yueh-chin, Cheng Hsin-hsiung, 1998) as the research tools. Before the study, questionnaire survey and interview were administered to the homeroom teachers and parents separately. Then the cases were offered swimming instructional activities. After the teaching, the homeroom teachers and parents were again surveyed and interviewed. The obtained data were analyzed by descriptive statistics and percentage of progress (%), by contrasting the raw scores on the Check Inventory of Child Sensory Development against various norms.

Result of this study as follows: I. As the result of the “Swimming Instruction Activities”, the autistic pupils as a group after analyzed have the greater improvement of their school adjustment. In learning skill, discover of autistic pupils as a group, they have the greater improvement of their speech communication, interpersonal interactions and special behavior performance part of their school adjustment. However, the academic learning can not be analyzed. II. In the opinion of the homeroom teachers, the autistic pupils as a group have the greater improvement of their school adjustment as a result of the “Swimming Instructional Activities.” In the opinion of the homeroom teachers, the autistic pupils have the greater improvement of their speech communication, interpersonal interactions and special behavior performance part of their school adjustment, by 50%, 52% and 35% as a result of the “Swimming Instructional Activities.” However the autistic pupils have not significantly improved their norm adjustment and academic learning in school adjustment as a result of the “Swimming Instructional Activities.” This aspect has improved by merely 14% and 6%. III. In the opinion of the parents, the autistic pupils as a group have improved their school adjustment as a result of the “Swimming Instructional Activities.” In the opinion of the parents, the autistic pupils have the greater improvement of their speech communication, interpersonal interactions, special behavior performance, norm adjustment and academic learning part of their school adjustment, by 31%, 32%, 65% and 25% as a result of the “Swimming Instructional Activities.” However the autistic pupils have not significantly improved their academic learning, part of their school adjustment as a result of the “Swimming Instructional Activities.” This aspect has improved by merely 11%. IV. The parents think that the autistic pupils as a group have improved their sensor motor skills as a result of the “Swimming Instructional Activities.” The parents think that the cases have made the greater improvement in their “abnormal differentiation of frontal lobe and sides (insufficient reaction of frontal lobe)”, “operating obstacles during developmental stage”, “total score on sensory integration abnormality”, “gravity insecurity symptom (posture insecurity symptom)” and also “touch defense (difficulties in inhibiting sensitive senses)” as part of their sensor motor skills as a result of the “Swimming Instructional Activities.” The parents think that the cases have not made significant improvement in their “visual learning difficulties” as part of their sensor motor skills as a result of the “Swimming Instructional Activities.”